How Teachers Can Identify Dyslexia in the Classroom: A Practical Guide

As a teacher, you're often the first person to notice when a child is struggling with reading and writing. While bright and engaged in other areas, some students face persistent challenges with literacy that go beyond typical learning curves. These students may have dyslexia—a common learning difference that affects up to 20% of the population.

Early identification is crucial. The sooner dyslexia is recognized, the sooner effective interventions can begin, giving students the support they need to thrive academically and emotionally.

This guide will help you recognize the signs of dyslexia in your classroom and take appropriate next steps.

Understanding Dyslexia: What Teachers Need to Know

What Is Dyslexia?

Dyslexia is a specific learning disability that primarily affects reading, spelling, and writing. It's neurological in origin and occurs across all levels of intelligence. Students with dyslexia have difficulty processing phonological information—the relationship between sounds and the letters that represent them.

What Dyslexia Is NOT:

A vision problem (though vision should still be checked)
A sign of low intelligence
A result of poor teaching or lack of effort
Something children "grow out of"
Caused by laziness or lack of motivation

Key Point: Students with dyslexia often have strong reasoning abilities, creativity, and problem-solving skills. Their struggles are specific to written language processing.

Early Warning Signs by Grade Level

Kindergarten and Grade 1

Pre-Reading Indicators:

Difficulty learning and remembering letter names and sounds
Trouble rhyming words or recognizing rhyming patterns
Difficulty segmenting words into individual sounds ("cat" = /c/ /a/ /t/)
Struggles to blend sounds together to make words
Family history of reading difficulties
Delayed speech development or difficulty pronouncing words
Trouble learning the alphabet sequence
Difficulty remembering sequences (days of the week, months)

Red Flag: A child who can't reliably identify letter sounds by mid-first grade despite consistent instruction.

Grades 2-3

Reading Challenges:

Reading significantly below grade level
Slow, laboured reading with frequent hesitations
Difficulty sounding out unfamiliar words
Skipping or misreading small words (the, and, was)
Substituting words that look similar (house/horse, was/saw)
Losing place frequently while reading
Poor reading comprehension despite good listening comprehension
Avoiding reading tasks or becoming frustrated during reading activities

Spelling and Writing Issues:

Inconsistent spelling of the same word in one piece of writing
Phonetic spelling that doesn't match conventional patterns (sed for said)
Difficulty learning common sight words
Letter reversals beyond age 7 (b/d, p/q)
Writing significantly shorter pieces than peers
Struggle to get thoughts onto paper despite verbal articulation

Grades 4 and Up

Persistent Difficulties:

Reading remains slow and effortful
Avoidance of reading aloud
Difficulty with multisyllabic words
Poor spelling, especially with irregular words
Reluctance to write or extremely brief written work
Difficulty taking notes
Problems with foreign language learning
Difficulty with word problems in math (despite understanding concepts)
Fatigue after reading tasks

Compensatory Behaviours:

Strong memorization skills used to mask reading difficulties
Reliance on context and pictures to decode words
Excellent verbal skills that contrast with written work
Acting out or shutting down during literacy tasks

Observable Classroom Behaviors

During Reading Activities

Watch for students who:

Track with their finger beyond grade 2
Frequently lose their place
Read the same line twice
Skip entire lines
Read word-by-word rather than in phrases
Show excellent comprehension when text is read aloud but poor comprehension when reading independently
Guess at words based on the first letter
Can discuss complex ideas verbally but struggle to decode simple text

During Writing Activities

Notice students who:

Spend an unusually long time on writing tasks
Produce very little written work despite extended time
Have a significant gap between oral language and written expression
Avoid writing assignments through various strategies
Have messy, difficult-to-read handwriting
Mix upper and lowercase letters inappropriately
Show inconsistent spacing and sizing

During Spelling Activities

Look for:

Spelling the same word multiple ways in one assignment
Phonetic spelling that shows sound awareness but not pattern knowledge (thay for they)
Difficulty remembering spelling patterns taught just days before
No improvement despite intensive practice
Marks that show erasures and multiple attempts

During Other Academic Areas

Be alert to:

Difficulty copying from the board
Trouble with sequencing (steps in math, scientific processes)
Problems with word problems despite strong math reasoning
Excellent performance in hands-on, project-based learning
Strong verbal contributions but weak written assessments
Difficulty learning multiplication tables
Problems with left/right directionality

The Bright but Struggling Student

A Critical Pattern to Recognize:

One of the most telling signs of dyslexia is a significant discrepancy between:

Intelligence and reading ability
Listening comprehension and reading comprehension
Verbal expression and written expression
Conceptual understanding and test performance

Example: A student who can engage in sophisticated discussions about science or literature but struggles to read the textbook or write a coherent paragraph about the topic.

Practical Assessment Strategies for Teachers

Informal Reading Assessments

1. One-Minute Reading Check

Ask the student to read grade-level text aloud for one minute
Note: fluency, accuracy, expression, self-corrections
Compare to grade-level benchmarks

2. Nonsense Word Test

Have students read made-up words (zat, plag, strind)
This reveals decoding ability without memorization
Students with dyslexia typically struggle significantly here

3. Listening vs. Reading Comprehension

Test comprehension when you read aloud vs. when they read silently
A significant gap suggests decoding issues, not comprehension problems

4. Spelling Inventory

Give age-appropriate spelling words
Analyze errors for patterns (phonetic vs. random)

Observational Checklists

Create a simple checklist to track over 2-3 weeks:

Reading Behaviors:

Reads significantly slower than peers
Frequently guesses at words
Skips or substitutes words
Struggles with unfamiliar words
Shows frustration during reading

Spelling/Writing:

Inconsistent spelling of same words
Phonetic misspellings
Very brief written work
Avoids writing tasks
Gap between oral and written expression

Other Indicators:

Strong verbal skills
Good reasoning abilities
Family history of reading difficulties
Previous reading interventions with limited progress

Documentation Is Key

Keep records of:

Reading fluency rates over time
Spelling samples
Writing samples
Response to interventions tried so far
Parent communications about concerns
Observations of specific difficulties

What to Do When You Suspect Dyslexia

Step 1: Gather Information

Document specific observations with dates and examples
Review cumulative file for previous concerns
Talk with previous teachers
Note what interventions have already been tried

Step 2: Implement Classroom Interventions

Before making a referral, try targeted strategies:

Systematic phonics instruction
Multisensory teaching approaches
Additional practice with phonemic awareness
One-on-one or small group support
Extended time on reading tasks

Document response: Is the student making progress? How much? How does it compare to peers?

Step 3: Communicate with Parents

Schedule a private conversation
Share specific, objective observations
Ask about family history of reading difficulties
Discuss what you've tried in the classroom
Approach with partnership mindset, not judgment

Helpful script: "I wanted to talk with you about [student's name]'s reading progress. I've noticed [specific observations]. I've been trying [interventions], and while I'm seeing some progress, [student] is still working below grade level. I wonder if together we might explore some additional support options. Have you noticed any challenges with reading or homework at home?"

Step 4: Refer for Evaluation

Follow your school's RTI (Response to Intervention) or MTSS process
Request a comprehensive evaluation through special education
Include all documentation you've gathered
Continue interventions while evaluation is pending

Step 5: Collaborate on Next Steps

Attend evaluation meetings
Share classroom observations with evaluators
Help develop appropriate interventions or accommodations
Implement IEP or 504 plan strategies

Supporting Students While Awaiting Evaluation

Immediate Classroom Accommodations:

Provide audio versions of texts
Allow oral responses instead of written when possible
Give extra time on reading and writing tasks
Use graphic organizers
Offer word banks for writing
Reduce copying requirements
Allow use of speech-to-text technology
Provide copies of notes rather than requiring copying
Break instructions into smaller steps
Use multisensory teaching methods

Emotional Support:

Recognize and praise effort, not just outcomes
Highlight strengths in other areas
Never ask students to read aloud without warning
Avoid correcting every spelling error on creative writing
Create a safe environment for taking risks
Teach about learning differences positively

Red Flags That Require Immediate Action

Seek urgent consultation if:

A student shows sudden regression in reading skills
Reading difficulties are accompanied by headaches or vision complaints
The student exhibits severe emotional distress about school
There's evidence of trauma or abuse
Behavioural issues are escalating rapidly

Common Misconceptions Teachers Should Avoid

Myth 1: "They just need to try harder"

Truth: Students with dyslexia are often trying extremely hard. More effort without proper instruction won't solve the problem.

Myth 2: "They're too young to diagnose"

Truth: Early identification (even in kindergarten) leads to better outcomes. Warning signs can be detected early.

Myth 3: "They're smart, so they can't have dyslexia"

Truth: Dyslexia occurs across all intelligence levels. Bright students with dyslexia often compensate effectively in early grades, masking their struggles.

Myth 4: "Retention will help them catch up"

Truth: Retention without specific dyslexia intervention rarely helps and can damage self-esteem. Proper intervention is key.

Myth 5: "Letter reversals mean dyslexia"

Truth: Letter reversals are common in early childhood. Persistent reversals beyond age 7-8, combined with other signs, may indicate dyslexia.

Myth 6: "Boys are more likely to have dyslexia"

Truth: Dyslexia affects boys and girls equally. Girls may be under identified because they're less likely to exhibit behavioural issues.

Understanding the Emotional Impact

Watch for secondary effects:

School avoidance or frequent "stomach aches" before school
Low self-esteem ("I'm dumb," "I can't do anything right")
Anxiety about reading or writing tasks
Behaviour problems during literacy instruction
Withdrawal from class participation
Perfectionism or work refusal

Remember: By the time students reach upper elementary, many have experienced years of struggle. Your recognition and support can be life changing.

Building a Dyslexia-Friendly Classroom

For ALL students (not just those with dyslexia):

Teach phonics explicitly and systematically
Use multisensory instruction (visual, auditory, kinaesthetic)
Provide high-quality, explicit instruction in phonemic awareness
Offer flexible seating and movement breaks
Use audio books alongside print
Teach typing skills early
Celebrate diverse learning styles
Display growth mindset messages

Collaborating with Specialists

Work with:

Reading specialists for intervention strategies
Special education teachers for evaluation insights
Speech-language pathologists for phonological awareness support
Occupational therapists if there are fine motor or sensory concerns
School psychologists for social-emotional support

Share: Your classroom observations are invaluable to these specialists. You see the student in natural academic settings over extended periods.

Your Role Makes All the Difference

As a teacher, you occupy a unique position. You see patterns that parents might miss. You can compare a student's performance to developmental norms. You have the power to initiate the process that leads to support and success.

Your early identification can:

Prevent years of frustration and academic struggle
Preserve a student's love of learning
Protect self-esteem during critical developmental years
Provide access to evidence-based interventions
Help families understand and support their child
Change the trajectory of a student's academic life

Final Thoughts

Dyslexia is not a barrier to success—it's simply a different way of processing language. With early identification and appropriate support, students with dyslexia can and do thrive academically. Many become doctors, lawyers, entrepreneurs, artists, and yes, even teachers.

Your careful observation, documentation, and advocacy are the first crucial steps in a student's journey toward becoming a confident, successful reader.

Trust your instincts. If a bright, motivated student is struggling significantly with reading despite good instruction, dig deeper. Ask questions. Document concerns. Communicate with parents. Seek evaluation.

You might be the teacher who changes everything.

Remember: Identifying dyslexia isn't about labelling a child—it's about understanding how they learn so you can teach them effectively. Every student deserves instruction that meets their needs, and your awareness is the first step toward making that happen.